Unit Aim or Outcome: To create a multimodal text on the topic of Ancient Egypt. CUS2.4: Describes different viewpoints, ways of living, languages and belief systems in a variety of communities
Lesson Outcome: Students will explore different elements of the on-line video program, Jay Cut. Students will use their knowledge of developing information reports to design their own Jay Cut video to experiment with different aspects of making a documentary. Students will also practice using the video camera in preparation for making their documentary. DRAS2.2Builds the action of thedrama by using theelements of drama, movement and voiceskills. -devises the action through movement and voice by adapting stories WS2.13 Discusses how own texts are adjusted to relate to different readers, how they develop the subject matter and how they serve a wide variety of purposes. - identifies audience of a text and adjusts writing accordingly.
Resources: -Computers (1 per pair for half of the class) -Video camera (1 per group of 4 for half the class)
Lesson Outline
Introduction: Teacher will play ‘Pixels’ by Patrick Jean. Discussion Question: What is a multi-modal text? Teacher will unpack the work multi-modal (multi- multiple, more than one. Modal- mode) Teacher and students will mind map their ideas about definitions, elements and types of multi-modal texts. Definition and Elements: ‘Multimodal texts are texts that have more than one ‘mode’ so that meaning iscommunicated through a synchronisation of modes. These texts incorporate spoken or written language, still or moving images, they may be produced on paper or electronic screen and may incorporate sound.’( Walsh, 2005, p.2) Examples of multi-modal texts we may encounter are: -Picture books -Information books -Newspapers -Magazines -CD -DVD -Film/video Walsh, M. (2005). “Reading visual and multimodal texts: how is ‘reading’ different?” in Conference Proceedings, Multiliteracies and English Teaching K-12 in the Age of Information and Communications Technology ALEA Conference 2004, University of New England.
Teaching strategy/LearningActivity:
Students will ……
Teacher will…
Watch teacher’s presentation on Jay Cut and take notes. - - - - - - Students will be divided into two main groups. Each group will have 20 minutes on the computers to explore Jay Cut while the other group practices using video cameras outside (or in the library). The groups will then switch activities. Jay Cut Students will work in pairs to make a Jay Cut video on any topic they wish (must be approved by teacher). Students are encouraged to add in audio, video, text and visual elements that adhere to the structure and design of a documentary. Video Students will work in groups of 3-4 and experiment with different elements of a documentary with the video camera. Students are encouraged to practice being a presenter, re-enactor and develop character roles. Students can practice using the theme ‘our school’.
Using a Smart Board or projection screen, present students with the basic skills to using Jay Cut as a tool for making a multimodal text. Explore with students how audio, video, images and text can be used to address the audience and satisfy the elements of documentary. Model how to use the schools provided video cameras (zoom, on/off, playback, audio). Brainstorm with students how drama elements (tension, dialogue) and visual elements such as background/foreground and shot distance affect student’s use of video in their documentary. Divide class into groups. Observe and provide assistance if needed. Observe and provide assistance if needed. Ensure all students are participating and practicing the different roles.
Concluding strategy: Students will re-group with the teacher in the classroom. Discussion questions: Jay Cut: How did you incorporate more than one ‘mode’ in your video? How did the use of audio/images/video add to the overall product? How did you adapt the video to target a specific audience? Video: How did you develop/portray the characters in the re-enactment? How was the appearance and manner of the presenter different to the other roles you experimented with? View a sample of student’s Jay Cut videos.
Assessment:
-Observation during discussion and evaluation of student’s participation and contribution (notes on post-it notes of student’s comments) during introduction and conclusion.
-Review student’s Jay Cut videos and film recorded during experimentation with video cameras.
Any special considerations or contingency plans: Consider grouping more able students with less able students.
Self-reflection Were the students engaged? Were the outcomes achieved? Was the lesson too challenging? Was it too easy? Were the ICT resources appropriate?
To create a multimodal text on the topic of Ancient Egypt.
CUS2.4: Describes different viewpoints, ways of living, languages and belief systems in a variety of communities
Students will explore different elements of the on-line video program, Jay Cut. Students will use their knowledge of developing information reports to design their own Jay Cut video to experiment with different aspects of making a documentary. Students will also practice using the video camera in preparation for making their documentary.
DRAS2.2Builds the action of the drama by using the elements of drama, movement and voice skills.
- devises the action through movement and voice by adapting stories
WS2.13 Discusses how own texts are adjusted to relate to different readers, how they develop the subject matter and how they serve a wide variety of purposes.
- identifies audience of a text and adjusts writing accordingly.
-Computers (1 per pair for half of the class)
-Video camera (1 per group of 4 for half the class)
Teacher will play ‘Pixels’ by Patrick Jean.
Discussion Question: What is a multi-modal text?
Teacher will unpack the work multi-modal (multi- multiple, more than one. Modal- mode)
Teacher and students will mind map their ideas about definitions, elements and types of multi-modal texts.
Definition and Elements: ‘Multimodal texts are texts that have more than one ‘mode’ so that meaning is communicated through a synchronisation of modes. These texts incorporate
spoken or written language, still or moving images, they may be produced on paper or
electronic screen and may incorporate sound.’( Walsh, 2005, p.2)
Examples of multi-modal texts we may encounter are:
-Picture books
-Information books
-Newspapers
-Magazines
-CD
-DVD
-Film/video
Walsh, M. (2005). “Reading visual and multimodal texts: how is ‘reading’ different?” in Conference Proceedings, Multiliteracies and English Teaching K-12 in the Age of Information and Communications Technology ALEA Conference 2004, University of New England.
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Students will be divided into two main groups. Each group will have 20 minutes on the computers to explore Jay Cut while the other group practices using video cameras outside (or in the library). The groups will then switch activities.
Jay Cut
Students will work in pairs to make a Jay Cut video on any topic they wish (must be approved by teacher). Students are encouraged to add in audio, video, text and visual elements that adhere to the structure and design of a documentary.
Video
Students will work in groups of 3-4 and experiment with different elements of a documentary with the video camera. Students are encouraged to practice being a presenter, re-enactor and develop character roles. Students can practice using the theme ‘our school’.
Model how to use the schools provided video cameras (zoom, on/off, playback, audio). Brainstorm with students how drama elements (tension, dialogue) and visual elements such as background/foreground and shot distance affect student’s use of video in their documentary.
Divide class into groups.
Observe and provide assistance if needed.
Observe and provide assistance if needed. Ensure all students are participating and practicing the different roles.
Students will re-group with the teacher in the classroom.
Discussion questions: Jay Cut: How did you incorporate more than one ‘mode’ in your video? How did the use of audio/images/video add to the overall product? How did you adapt the video to target a specific audience?
Video: How did you develop/portray the characters in the re-enactment? How was the appearance and manner of the presenter different to the other roles you experimented with?
View a sample of student’s Jay Cut videos.
-Observation during discussion and evaluation of student’s participation and contribution (notes on post-it notes of student’s comments) during introduction and conclusion.
-Review student’s Jay Cut videos and film recorded during experimentation with video cameras.
Consider grouping more able students with less able students.
Were the students engaged?
Were the outcomes achieved?
Was the lesson too challenging? Was it too easy?
Were the ICT resources appropriate?